Abstract In agile software development, regression testing is an ongoing process activity. However, real-world time constraints necessitate selecting a subset of tests to run. Current regression test selection algorithms primarily focus on technical metrics such as requirement coverage while overlooking the business value each test validates. This study reframes regression test selection as a multi-objective optimization problem in which tests are selected to maximize business value within a constrained testing time while maintaining adequate requirement coverage. We apply an artificial intelligence-based search algorithm, and our results show that the proposed method consistently selects tests with higher business value than baseline approaches when time is limited, while maintaining comparable requirement coverage. These findings suggest that a driven value-aware selector can be incorporated into agile teams for decisions on allocating limited regression testing resources.

This Work-in-Progress Innovative Practice paper presents the design, environment, and preliminary results of implementing a virtualized environment for an upper-division course offering in Software Engineering. The Internet-of-Things (IoT) is an emerging paradigm rapidly gaining adoption in everyday consumer computing. Several recent publications and educational platforms recognize the potential for IoT to serve as this rich platform for computing education. However, most of these contributions focus on early undergraduate courses in small hands-on settings using general purpose hobbyist kits based on Arduinos or Raspberry PIs. This paper presents a new and novel IoT educational platform based on virtualization technology. The platform was designed specifically for scalable and complex IoT systems-oriented challenges appropriate for upper-division undergraduate study. This platform was utilized in an online setting at Arizona State University for the first time in Fall 2019. This paper presents insights from this experience, based on student in-class surveys, formal course evaluations, and the instructor’s perspective, along with a roadmap for maturing the platform.

Online education comes in various flavors - skills centered short-duration training, massively open online courses (MOOCs), and more recently, the offering of full online degree programs. In the past 4 years at Arizona State University, the faculty created an online software engineering degree program equivalent to an existing on-campus program, and produced its first graduates in Spring 2017. The challenges in creating this program were significant, but surprisingly the main challenges were not the ones that the faculty anticipated at the outset of the program's development. This paper shares the lessons learned from the development of the online degree program, with an emphasis on the gap between faculty expectations and fears versus the actual issues that needed to be addressed.

The Software Enterprise at ASU aims at equipping students with practical knowledge of modern software practices through a multi-year instructional sequence that employs an iterative feedback pedagogical model in order for graduates to be adequately prepared for the workforce upon graduation. By means of the Software Enterprise Website, the community of teaching practitioners in this area having similar beliefs and approaches can find a great deal of support and free resources for the purpose of Software Engineering Education. The goal of this project is to incorporate a versioning tool to a Content Management Framework (CMF) that allows the website administrator to create, moderate and publish content revisions, particularly that of the Curricular Modules which comprise of content representing topics offered in courses, while versioning the actual content using GitHub, a web-based repository hosting service. In this case, the CMF used was Drupal 7, which is PHP-written and open-source, and provides a back-end framework for a broad range of web sites worldwide from blogs and microsites to collaborative social communities. The versioning module was developed in PHP while employing the Drupal 7 API for menu structuring and CMS integration, and the GitHub API for versioning and performing easy syncing with contents on GitHub via a RESTful interface.

Agile methods are the fastest rising software lifecycle process methods in software engineering. Educators are converting traditional and project-base courses to agile in response, but this is a daunting task with few structured teaching resources methods available to reduce the burden on the educator. In professional practice, agile methods have been particularly effective in empowering experienced software engineers through its focus on empirical process control and constant feedback loop. These process traits are difficult to simulate in an academic setting, as student developers are inexperienced, synchronous meeting times are few and far between, and obtaining meaningful constant feedback a laborious undertaking. This workshop will present a comprehensive approach to teaching Agile methods that is itself agile, employing a highly iterative, continuous feedback-driven process. Pedagogical and assessment strategies will be shared, and the presenter will facilitate a best practices interactive discussion to draw out lessons learned from workshop participants. Specific agile practices with supporting labs from the popular Scrum and eXtreme Programming (XP) process models will be presented. The workshop will also encourage interaction amongst participants to share best practices and lessons learned. Research directions related to the application of agile principles to teaching and learning will be discussed.

This work explores the impact of teaching and learning if the rate of learner engagement outside the classroom is continuously measured and available to the instructor and students. We describe an ongoing implementation of a monitoring tool built within a software engineering continuous integration and testing (CI & Test) platform that integrates multiple streams of student activity and performance on yearlong junior software engineering projects. The CI & Test platform allows for continuous and instantaneous feedback, which we will use to inform student behavior change. In the work-in-progress we describe the technology, its impact on the teaching process for the instructor, and preliminary results observing impacts on student engagement behavior.

The Software Enterprise is a pedagogical model combining traditional lecture with project-based learning. The Enterprise model leads students through a modular series of lessons that combine foundational concepts with skills-based competencies. In this tutorial, software engineering educators in higher education or industry will learn the methodology, get exposed to assessment techniques such as e-portfolios and concept maps, and become familiarized with the open resources available to educators that adopt the pedagogy. This tutorial should be of interest to any educator interested in making their project-based courses more engaging and more relevant to students needing to be ready to practice the profession from the first day they exit the Enterprise environment.

Educators have at their disposal many digital content sources, from textbook publishers to open courseware repositories (OCRs) to specialized collections to shared resources from a network of peers. It is rare one needs to go create new lecture materials, instead one can download and adapt to fit their needs. The proliferation of such resources is expected to result in great productivity for educators, particularly those in higher education where time demands relegate content development to the back-burner. But are we seeing such productivity? Are courseware repositories spawning heavy reuse? Or are issues integrating content to courses causing a loss in productivity and greater frustration? These are the questions being investigated by the Distributed Version Control for Curricular Content Management project. This work-in-progress project has conducted a local faculty survey of curricular content development and used the results to drive the initial implementation of a distributed version control tool for curricular content management.

Software engineering (and by extension software engineering education) is a fast-paced and still emerging discipline (by historical comparison to traditional engineering), yet still immature. We argue this immaturity shows in software engineering education in two ways. First, significant efforts in the software engineering and computer science communities focus on content taxonomies or bodies of knowledge (BOKs), whereas BOKs are more established in traditional engineering disciplines. Second, project experiences are not viewed as a central integrating feature of a degree program's curricular implementation. Project experiences tend to be disjoint; there may be a "freshman project" or a "capstone" or an "undergraduate research experience" or merely a semester project undertaken by the individual initiative of an instructor. The Software Enterprise at Arizona State University uses project experiences as the contextual teaching and learning vehicle throughout the Bachelor of Science in Software Engineering degree program. Students engage in classroom learning, group-oriented lab exercises, implementation on scalable projects, and reflective assessment co-located in time for each concept. The result is a student who not only acquires a new skill, but also immediately understands how to put that skill in practice. The Software Enterprise, now in its 9th year, has evolved from an upperclassmen experience to the full-fledged project spine in the Software Engineering program. In a project spine, content is de-emphasized; foundational concepts are tied to project work throughout the undergraduate program. The Enterprise provides over 40 curricular modules (with labs), assessment tools, and pedagogical guidance on project-centered learning to computing educators.

Industry often complains that current university curricula fail to address the practical issues of real software development. This paper outlines a proposal for an innovative core curriculum for a Bachelor of Science in computer science. The proposed core curriculum contains elements of traditional computer science programs combined with software engineering via a team-oriented, hands-on approach to large-scale software development. In addition to traditional lecture/project/exam courses, students are required to take an eight-semester sequence of "Software Factory" courses. Software Factory courses put the students' newly acquired skills to work in a real software organization staffed and managed by all students in the program. Students from all courses in the Software Factory sequence meet simultaneously to fulfil their roles in the software organization. We expect the students will be better-prepared software engineering practitioners after completing a curriculum that combines traditonal courses with practical Software Factory experience.

Modern automated process support systems can be considered monolithic in three ways. First, they model processes top-down, usually from a single perspective, such as the organizational perspective. Second, they are process-centered, in that they often require extensive knowledge of the users, data types, and applications in their environment. Third, they tie process implementation to a specific representation, making reuse and interoperability between process models difficult to achieve. The paper describes the application of component based techniques to process modeling across overlapping process spaces. This approach, the Open Process Components approach, encapsulates process fragments as interoperable and reusable process components. The paper motivates a vision of cooperating components for automated process support, presents an overview of the Open Process Components approach, and shows the application of this technique to W. Humphrey's (1997) Personal Software Process.